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Special Education (SPCED) 201: The Education of Exceptional Persons

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Syllabus
Fall, 2000, Tuesdays & Thursdays 2-3:15 (3 credit hours)
New: Dane Smith Hall 326
 

Instructor:	Julia Scherba de Valenzuela, Ph.D. ............................
Office:	Education Office Building, rm. 203

E-mail:	devalenz@unm.edu	Phone:	7-1406
Web site:	http://www.unm.edu/~devalenz/	Fax:	7-8679
Office Hours:	Mondays and Tuesdays 4-6 on a drop-in basis

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The following information is included in this syllabus:

• course description
• rationale
• course objectives
• required readings
• recommended readings
• course design
• course requirements
• evaluation policies and procedures
• grading system
• late paper policy
• class attendance & participation policies
• class schedule
• COE mission statement
• special education mission statement
• instructor's mission statement
• COE conceptual framework

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Course Description:
This undergraduate, introductory course in Special Education is designed to:
1) provide students with an overview of the history, major concepts, and issues in our field, and
2) to induct them into the profession by exposing them to professional Special Education competencies and introducing them to local experts and future colleagues in the undergraduate Special Education program.

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Rationale:
The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. This course is designed to contribute to the fulfillment of this mission, by explicitly focusing on student diversity, in terms of learning, abilities, background, and experiences.

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Course Objectives:
The objectives of this course are to prepare and develop teachers and other leaders who:

understand that handicaps are a result of the interactions between individuals with disabilities and their environments;

understand the relationship of special education to the broader social, political and educational context;

value and support multiple perspectives in issues facing diverse exceptional learners and their families and communities;

are advocates for students and families;

recognize students with disabilities as life-long learners;

support diverse exceptional learners in their efforts to create for themselves personally satisfying lives; and

recognize the unique multicultural environment of New Mexico.

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Required Text
This textbook is on sale at the UNM Bookstore:

Heward, W. L. (2000). Exceptional children: An introduction to special education. Upper Saddle River, NJ: Merrill.

Required Readings
A course reading packet will be on sale by the second week of class at the COE Publications Centers (in the Education Administration Building). This packet contains the following readings:

American Psychological Association. (1994). Publication manual of the American Psychological Association. (4th. ed.). Washington, DC: American Psychological Association. (pages 90-93, 168-177, 194-214).

Council for Exceptional Children (1990). CEC international standards for entry into professional practice. Reston, VA: Author. Retrieved August 21, 2000 from the World Wide Web: http://www.cec.sped.ogr/ps/ps-entry.htm

Family Policy Compliance Office (1999). Family education rights and privacy act (FERPA). Washington, DC: Author. Retrieved September 22, 1999 from the World Wide Web: http://www.ws.gov/offices/OM/ferpa.html

Fowler, H. R. (1980). The Little, Brown handbook. Boston, MA: Little, Brown and Co. (appendix A: Avoiding plagiarism)

National Information Center for Children and Youth with Disabilities (September, 1999). Basics for parents: Your child's evaluation. Washington, DC: Author. Retrieved August 8, 2000 from the World Wide Web: http://www.nichcy.org/basicpar.htm

Office of Special Education and Rehabilitative Services, U.S. Department of Education (July, 2000). A guide to the individualized education program. Washington, DC: Author. Retrieved August 8, 2000 from the World Wide Web: http://www.ed.gov/offices/OSERS/OSEP/IEP_Guide/

Office of Special Education Programs, Office of Special Education and Rehabilitative Services, U.S. Department of Education (March, 1999). IDEA- Part B final regulations: Provisions of special interest to teachers. Washington, DC: Author. Retrieved August 8, 2000 from the World Wide Web: http://www.ideapractices.org/regs/teachers.htm

PACER Center, Inc. (1999). Amendments to IDEA '97 final regulations released. Minneapolis, MN: Author. Retrieved August 8, 2000 from the World Wide Web: http://www.fape.org/topics/amend_to_idea.html

PACER Center, Inc. (1999). Special education: Evaluation. Minneapolis, MN: Author. Retrieved August 8, 2000 from the World Wide Web: http://www.fape.org/topics/sped_evaluation.html

PACER Center, Inc. (1999). Special education: Re-evaluation. Minneapolis, MN: Author. Retrieved August 8, 2000 from the World Wide Web: http://www.fape.org/topics/sped_reevaluation.html

PACER Center, Inc. (1999). Understanding the special education process: An overview for parents. Minneapolis, MN: Author. Retrieved August 8, 2000 from the World Wide Web: http://www.fape.org/topics/sped_process.html

State of New Mexico Department of Education (current). Licensure in special education, K-12: Competencies. Handout based on information from the Center for Teacher Education, College of Education, UNM.

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Recommended Texts
These resources are on sale at the UNM Bookstore, but are not required for purchase:

American Psychology Association (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.

Male, M., & Gotthoffer, D. (1999). Quick guide to the internet for special education. Boston, MA: Allyn & Bacon.

Pierangelo, R., & Crane, R. (2000). The special education yellow pages. Upper Saddle River, NJ: Merrill.

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Course Design:
This course is designed so that students will interact actively with the course material -- small group projects, discussions, and activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having read all of the assigned readings. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Therefore, emphasis will be placed on graded out-of-class assignments that rely on interpretation of course materials and development of critical thinking. Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester, or as soon as difficulties become apparent, with appropriate documentation from the Learning Support Services Center (277-6670).

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Specific Course Requirements
(Descriptions of and criteria for grading each assignment will be handed out in class. Extra copies can be obtained from the instructor's course home page.)

• Homework:                                      50 points max

Students may turn in up to 6 total homework assignments from the following list, for a maximum total of 50 points. Each of the following assignments are worth 10 points each:
• web site review (2 maximum)
• intervention methodology review (2 maximum)
• disability definition & description (2 maximum)
• key issue discussion (2 maximum)
• web-based portfolio                             49 points
• unm e-mail address                                     5 points
• published web-site                                     10 points
• portfolio format and content                      34 points

The total points possible for all of the above assignments add up to 99 points. The final point will be added to the student's grade at the instructor's discretion for any assignment that goes significantly above and beyond the work of other students. This allows the instructor to assign a grade of 'A+' only in the case of the student fulfilling the stated requirements for all assignments, attending all class sessions (or making up those missed) AND performing clearly superior work on at least one assignment.

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Evaluation Procedures and Policies
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Grading System:  Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown:

A+ = 100                C = 74-77
A = 94-99              C- = 70-73
A- = 90-93             D+ = 68-69
B+ = 88-89             D = 64-67
B = 84-87               D- = 60-63
B- = 80-83             F+ = 58-59
C+ = 78-79             F = below 57

Written directions for all assignments will be provided, along with the criteria for determining point values. Extra copies of assignments will be available at the instructor’s web site at: http://www.unm.edu/~devalenz/. All written assignments will be expected to be typed and follow the American Psychological Association Manual (4th ed.) format, unless otherwise specified. A brief guide to APA is also available on the instructor's web site, under the "handouts" link.

Late Paper Policy:.Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness (doctor's note required) or family emergency. If you will be not be able to be in class, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri Montoya or Jo Sanchez in the Special Education office (Hokona Hall 273) prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do not put late assignments under my office door, unless you want them accepted as turned in on the day I find them, which may or may not be the same day as you turned them in.

Class Attendance & Participation Policies: .Class attendance is mandatory - 5 points will be deducted for every absence that is not made up. No more than 4 class sessions in a semester can be made up. Students who miss more than 4 class sessions will be dropped from the course. Missed class sessions can be made up with the following, turned in no later than 2 weeks after the missed class:

• a typed summary of the assigned reading for the class missed or, if no reading was assigned, a typed summary of an article of your choice from the set of make-up readings on reserve at Zimmerman and
• a photocopy of a colleague's notes from the missed class.

Late arrivals to class interrupt the learning of all students. Therefore, a point will be deducted for arriving more than 15 minutes late to class. Arriving more than 30 minutes late will be considered a class absence and will need to be made up, as indicated above.

Class participation that is conducive to the learning of all course participants is expected. Behaviors that are considered to be conducive to learning (of the student him/herself and others) include:

• arriving to class on time and well-prepared,
• paying attention to instructor and/or other students when they are speaking,
• use of appropriate and non-offensive language during class and in written class assignments,
• demonstrating cooperation with and respect for the instructor and peers during class discussions,
• and showing consideration for other students' need for alternative teaching strategies.

A rubric indicating the instructor's expectations for appropriate classroom participation will be distributed at the beginning of the course. Students who repeatedly violate these expectations will be dropped from the course.

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Tentative Class Schedule:
**** because of the guest speakers invited to come and present, there may be some changes in the order of topics and readings. Any changes will be announced in class and changes will be made to the on-line syllabus. If you are unsure about what to read -- check the syllabus on-line, which will be continually updated.

Week 1
August 22
Topic: Introduction
Read: no reading due

August 24
Topic: Introduction
Read: syllabus and assignments

Week 2
August 29
Topic: defining special education
Read: chapter 1

August 31
Topic: defining special education, cont.
Read: no reading assigned

Week 3
September 5
Topic: portfolios and web sites -- uses in educational settings
Read: no reading assigned

September 7
Topic: professional competencies and portfolios
Read: NM special education competencies for licensure handout, COE conceptual framework (from syllabus) and CEC professional competencies
Due: unm e-mail address

Week 4
September 12 -- Rm 212 TEC Center 2-3:30
Topic: developing a website for educational purposes
Read: no reading assigned

September 14
Topic: planning and providing special education services
Read: chapter 2

Week 5
September 19 -- Rm 212 TEC Center 2-3:30
Topic: developing a website for educational purposes
Read: no reading assigned

September 21
Topic: the special education system -- rules and procedures
Read: IEP guide and re-read A-1 through A-4
Due: homework #1

Week 6
September 26 -- Rm 212 TEC Center 2-3:30
Topic: developing a website for educational purposes
Read: no reading assigned

September 28
Topic: special education in a culturally diverse society
Read: chapter 3

Week 7
October 3 -- Rm 212 TEC Center 2-3:30
Topic: developing a website for educational purposes
Read: no reading assigned

October 5
Topic: parents and families of children with special needs
Read: chapter 4
Due: homework #2

Week 8
October 10 -- Rm 212 TEC Center  2-3:30
Topic: developing a website for educational purposes
Read: no reading assigned

October 12 -- UNM Fall Break
NO CLASS

Week 9
October 17 -- Rm 212 TEC Center 2-3:30
Topic: developing a website for educational purposes
Read: no reading assigned

October 19
Topic: early childhood special education
Read: chapter 5
Due: homework #3

Week 10
October 24
Guest speaker: Dr. Bonnie Kraemer
Topic: mental retardation
Read: chapter 6

October 26
Guest Speaker: Dr. Danielle Allen
Topic: learning disabilities
Read: chapter 7

Week 11
October 31
Topic: Communication Disorders
Read: chapter 9
Due: homework #4

November 2
Guest Speaker: Pat Osbourn
Topic: TBA
Read: TBA

Week 12
November 7
Guest Speaker: Kelley Peters
Topic: Emotional and Behavioral Disorder
Read: chapter 8

November 9
Topic: Hearing Loss
Read: chapter 10

Week 13
November 14
Topic: Physical Impairments
Read: chapter 12 and re-read C-1 through C-2

November 16
Guest Speaker: Dr. Liz Keefe
Topic: Severe Disabilities
Read: chapter 13

Week 14
November 21
Topic: Blindness and Low Vision
Read: chapter 11
Due: homework #5

November 23 -- Thanksgiving Break
NO CLASS

Week 15
November 28
Guest Speaker: Dr. Ginger Blalock
Topic: Transition to Adulthood
Read: chapter 15

November 30
Topic: Giftedness and Talent Development
Read: chapter 14
Due: homework #6 (optional)

Week 16
December 5 -- Rm 212 TEC Center
Topic: web site portfolio demonstrations
Due: web-site address for final portfolio and home phone number for finals week, in case there are problems accessing your web site

December 7
NO CLASS

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The vision of the College of Education:
Excellence and diversity through people, ideas, and innovation.

Our mission is the study and practice of education through teaching, research, and service. We

• address critical education issues;
• test new ideas and approaches to teaching and learning;
• educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces, and
• prepare students for participation in a complex and challenging society.

 In carrying out our mission we value

• excellence in all that we do;
• diversity of people and perspectives;
• relationships of service, accountability, collaboration, and advocacy;
• the discovery, discussion, and dissemination of ideas, and innovation in teaching, technology, and leadership

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The vision of the Special Education Program is to facilitate the development of supportive, effective, and culturally responsive environments for individuals with special needs and their families.

The mission of the Special Education Program at the University of New Mexico is to improve educational opportunities and services for the following individuals and their families:

• Persons with exceptionalities,
• Students at risk for school failure, and
• Others facing significant life challenges.

The mission is accomplished by the study and practice of education through teaching, research, and service in a variety of multicultural environments.

• We recruit and prepare competent and caring professional and other personnel who serve individuals with exceptionalities and their families. Implicit in these activities is the belief that learning is a lifelong process.
• We conduct inquiry and disseminate research and information related to issues affecting individuals with exceptionalities and their families.
• We provide professional service to individuals with exceptionalities and their families, as well as to other stakeholders who play a key role in their lives.

In carrying out our mission we remain consistent with the College of Education in valuing

• excellence in all we do;
• diversity of peo-ple and perspective;
• relationships of service, accountability, collaboration, and advocacy;
• discussion and dissemination of ideas;
• innovation in teaching, technology, leadership.

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Instructor's vision and mission statement

VISION: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.

MISSION: To facilitate the collaborative construction of the above learning environment via attention to the following:

whole and small group dynamics;
increased literacy in academic discourse (comprehension and production, oral and written); and
opportunities for active engagement with course content and materials.

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College of Education's Conceptual Framework:
Professional Understandings, Practices, and Identities

The College of Education at the University of New Mexico believes that professional education should seek to help individuals develop professional understandings, practices, and identities. These understandings, practices and identities frame the life-long learning of professional educators and reflect the values articulated in our Mission Statement and in state and national standards and competencies.

Understandings frame the identity and practice of educational professional. We seek to help you better understand:

• Human Growth and Development

Patterns in how individuals develop physically, emotionally, and intellectually. How to provide conditions that promote the growth and learning of individuals from diverse cultural and linguistic backgrounds, including those with special learning needs.
 
• Culture and Language

The nature of home, school, community, workplace, state, national, and global contexts for learning. How social groups develop and function and the dynamics of power within and among them. How language and other forms of expression reflect cultural assumptions yet can be used to evoke social change. How one's own background and development shape understanding and interaction.
 
• Content of the Disciplines

The substance of the disciplines you teach -- the central organizing concepts and factual information -- and the ways in which new information is created, including the forms of creative investigation that characterize the work of scholars and artists.
 
• Pedagogy

Theory and research on effective educational practice. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice.
 
• Technology

Effects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology.
 
• Professional Issues

The social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, and research.
 
• Nature of Knowledge

How knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines.

These understandings enable you, as a professional, to value and engage in practices that embody the following qualities:

• Learner-Centered

Students' past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning.
 
• Contextual

Experiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to reflect on their experiences and to relate their learning to other social contexts.
 
• Coherent

Learning experiences are organized around the development of concepts and strategies that learners need in order to participate in other similar situations. Learners are assessed on what they had to opportunity to learn.
 
• Culturally Responsive

Diversity is valued, and learners are helped to become aware of the impact of culture on how they and others perceive the world.
 
• Technologically Current

Available technology facilitates learning. Learners are helped to understand the effect of media on their perceptions and communication.

Developing a professional identity is central to lifelong growth as a professional educator. The University of New Mexico College of Education will help you to develop the following attributes of a professional:

• Caring

Attentive to learners, willingness to listen and withhold judgment, and ability to empathize while maintaining high expectations for learner success.
 
• Advocacy

Committed to ensuring equitable treatment and nurturing environments for all learners.
 
• Inquisitiveness

Habitual inquiry into the many, ever-changing ways in which knowledge is constructed, how people learn, and how educators can support learning.
 
• Reflection-in-Action

Able to analyze, assess and revise practice in light of student learning, research and theory, and collegial feedback.
 
• Communication

Skilled in speaking, writing, and using other modes of expression.
 
• Collaboration

Able to work cooperatively with students, parents, community members, and colleagues.
 
• Ethical Behavior

Aware of and able to work within the ethical codes of the profession.

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Last updated: September 4, 2000